Becoming an Open Author! : A reference for writing and self-publishing an open textbook

This Becoming an Open Author Guide is a support resource is designed to help you become an open author. Open Textbooks and Open educational resources (OER) are defined as teaching, learning, and research resources that, through permissions granted by the copyright holder, allow others to use, distribute, keep, or make changes to them. We consider this publication as a type of OER that trains faculty, staff, and students how to build, customize, and use open textbooks. This guide is adapted from the BCcampus Open Education Self- Publishing Guide by Lauri M. Aesoph is used under a CC BY 4.0 licence. Aesoph, L.M. (2018). Self-Publishing Guide. Victoria, BC: BCcampus. Retrieved from https://opentextbc.ca/ selfpublishguide

Digital libraries for open science: Using a socio-technical interaction network approach

This paper argues that using Socio-Technical Interaction Networks to build on extensively-used Digital Library infrastructures for supporting Open Science knowledge environments. Using a more social -technical approach could lead to an evolutionary reconceptualization of Digital Libraries. Digital Libraries being used as knowledge environments, built upon on the document repositories, will also emphasize the importance of user interaction and collaboration in carrying out those activities. That is to say, the primary goal of Digital Libraries is to help users convert information into knowledge; therefore, Digital Libraries examined in light of socio-technical interaction networks have the potential to shift Digital Libraries from individual, isolated collections to more interoperable, interconnected knowledge-creating repositories that support an evolving relationship between open science users and the Digital Library environment

Senior Thesis Aproval Form

Please Download this form for submission with your Senior Thesis\u27s per the Claremont Colleges Library. Submit this form and your senior thesis during the initial submission process to Scholarship@Claremont. Please note: submissions with no signature(s) from a faculty reader will be immediately removed from the publishing queue

The Conundrum of Senior Thesis in the Library\u27s Open Access Institutional Repository

Scholarship@Claremont (S@C) is the official institutional repository for the Claremont Colleges Consortium (a group of seven library arts colleges in Southern California) and is managed by The Claremont Colleges Library. For more than ten years, library staff has been assisting Seniors with posting their undergraduate theses as a part of the ETD program, and they are some of the most downloaded items numbering in the 300,000-plus range. Theses are accessible via Open access and on the Campuses only. This poster will share some challenges in hosting and posting workflows for students, policies, and procedures for library staff and our campus partners. We will also share our pre-deposit support to students and faculty through education and advocacy. Finally, we would like to share and discuss pathways for moving forward with the Senior Thesis

Foundations for Open Scholarship Strategy Development, Version 2.1 [Pre-print]

This document aims to agree on a broad, international strategy for the implementation of open scholarship that meets the needs of different national and regional communities but works globally. Scholarly research can be idealised as an inspirational process for advancing our collective knowledge to the benefit of all humankind. However, current research practices often struggle with a range of tensions, in part due to the fact that this collective (or “commons”) ideal conflicts with the competitive system in which most scholars work, and in part because much of the infrastructure of the scholarly world is becoming largely digital. What is broadly termed as Open Scholarship is an attempt to realign modern research practices with this ideal. We do not propose a definition of Open Scholarship, but recognise that it is a holistic term that encompasses many disciplines, practices, and principles, sometimes also referred to as Open Science or Open Research. We choose the term Open Scholarship to be more inclusive of these other terms. When we refer to science in this document, we do so historically and use it as shorthand for more general scholarship. The purpose of this document is to provide a concise analysis of where the global Open Scholarship movement currently stands: what the common threads and strengths are, where the greatest opportunities and challenges lie, and how we can more effectively work together as a global community to recognise and address the top strategic priorities. This document was inspired by the Foundations for OER Strategy Development and work in the FORCE11 Scholarly Commons Working Group, and developed by an open contribution working group. Our hope is that this document will serve as a foundational resource for continuing discussions and initiatives about implementing effective strategies to help streamline the integration of Open Scholarship practices into a modern, digital research culture. Through this, we hope to extend the reach and impact of Open Scholarship into a global context, making sure that it is truly open for all. We also hope that this document will evolve as the conversations around Open Scholarship progress, and help to provide useful insight for both global co-ordination and local action. We believe this is a step forward in making Open Scholarship the norm. Ultimately, we expect the impact of widespread adoption of Open Scholarship to be diverse. We expect novel research practices to accelerate the pace of innovation, and therefore stimulate critical industries around the world. We could also expect to see an increase in public trust of science and scholarship, as transparency becomes more normative. As such, we expect interest in Open Scholarship to increase at multiple levels, due to its inherent influence on society and global economics

EXAMINING OPEN ACCESS INFORMATION INFRASTRUCTURES: A SOCIOTECHNICAL EXPLORATION OF INSTITUTIONAL REPOSITORY MODELS IN JAPAN AND THE UNITED STATES

Ph.D

Systemically administered IgG anti-toxin antibodies protect the colonic mucosa during infection with Clostridium difficile in the piglet model.

The use of anti-toxin human monoclonal antibodies (HMab) as treatment for C. difficile infection has been investigated in animal models and human clinical trials as an alternative to or in combination with traditional antibiotic therapy. While HMab therapy appears to be a promising option, how systemically administered IgG antibodies protect the colonic mucosa during Clostridium difficile infection is unknown. Using the gnotobiotic piglet model of Clostridium difficile infection, we administered a mixture of anti-TcdA and anti-TcdB HMabs systemically to piglets infected with either pathogenic or non-pathogenic C. difficile strains. The HMabs were present throughout the small and large intestinal tissue of both groups, but significant HMabs were present in the lumen of the large intestines only in the pathogenic strain-infected group. Similarly, HMabs measured in the large intestine over a period of 2-4 days following antibody administration were not significantly different over time in the gut mucosa among the groups, but concentrations in the lumen of the large intestine were again consistently higher in the pathogenic strain-infected group. These results indicate that systemically administered HMab IgG reaches the gut mucosa during the course of CDI, protecting the host against systemic intoxication, and that leakage through the damaged colon likely protects the mucosa from further damage, allowing initiation of repair and recovery

Concentrations of human monoclonal antibodies CDA1 and CDB1 in the large intestinal contents and tissues over time following systemic administration in piglets inoculated with <i>C. difficile</i>.

<p>Gnotobiotic piglets were inoculated with pathogenic <i>C. difficile</i> strain UK6 and then treated once systemically with human monoclonal anti-toxin antibodies against TcdA and TcdB (CDA1 and CDB1) 2 days following inoculation, at the onset of clinical signs. Piglets were euthanized and tissues collected 2, 3, or 4 days following antibody administration. <b>A.</b> CDA1 in large intestinal contents <b>B.</b> CDA1 in large intestinal tissues <b>C.</b> CDB1 in large intestinal contents <b>D.</b> CDB1 in large intestinal tissues. Bars represent the mean with standard error.</p

Clinical signs and intestinal lesions in piglets inoculated with <i>C. difficile</i> and treated with anti-toxin antibodies.

<p>Clinical signs and intestinal lesions in piglets inoculated with <i>C. difficile</i> and treated with anti-toxin antibodies.</p